The Four “Knows” of Collaborative Teaching

Keefe, Elizabeth B.; Moore, Veronica M.; Duff, Frances

doi:10.1177/004005990403600505

Cited by 40 publications

(30 citation statements)

References 13 publications

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“…They may not even know how or when it happened, just that it did and may result in coordination of actions . Working with the same partner is also more likely to contribute to establishing social relationships between co-teachers, which has been reported as an important factor for the success of the co-teaching model (Keefe, Moore & Duff, 2004). Prioritizing permanence of the pairs together evidences administrative support for the co-teaching model.…”

Section: Interviewsmentioning

confidence: 97%

Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

Moin

Magiera

Zigmond

2008

Int J of Sci and Math Educ

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In the US, there is a significant number of learning-disabled high school students included in regular science classrooms. It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers' roles. In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying question of this research was whether inclusive classes with two teachers delivered the type of science education that is better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a specialeducation teacher present in the class, learning-disabled students usually did not receive a science education that met their needs. We elaborate on the reasons for this problem and make suggestions for improvement.

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Section: Interviewsmentioning

confidence: 97%

Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

Moin

Magiera

Zigmond

2008

Int J of Sci and Math Educ

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“…There are numerous self assessment tools available for assessing readiness to co-teach in a face-to-face class [7,14,15,16]. In addition, the challenges and benefits of co-teaching have been well documented in the literature [17].…”

Section: B Central Pedagogy Modelmentioning

confidence: 99%

“…Keefe et al [17] attribute successful co-teaching to: a) knowing yourself; b) knowing your partner; c) knowing your students; and d) knowing your "stuff." Following this advice to promote co-teaching in an online environment, these strategies were applied by the two instructors in the Medical Informatics course:  We established some ground rules at the beginning of our collaboration [18].…”

Section: Effective Strategies For Co-teachingmentioning

confidence: 99%

International Co-Teaching of Medical Informatics for Training-the-Trainers in Content and Distance Education

Lewis¹,

Sincan²

2019

OLJ

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In this technologically advanced age, much emphasis is put on collaboration in education at many levels. As a result, faculty co-teaching (collaborative teaching) has grown dramatically. This paper introduces how two instructors from different countries (USA and Turkey), one experienced in online teaching and the other in medical informatics, collaborated successfully, to develop and teach an online medical informatics course. This study outlines effective strategies in co-teaching and student satisfaction with the course and includes various instructional techniques for cost effective technology for communicating at a distance.

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“…In a co-teaching student-teaching experience, both instruction and classroom management are shared responsibilities by the cooperating teacher and teacher candidate (Bacharach, Heck, & Dahlberg, 2010). Keefe, Moore, & Duff (2004) discuss understanding the co-teacher's teaching methodology and using the strengths of both educators during classroom instruction and planning.…”

Section: Literature Reviewmentioning

confidence: 99%

Early Childhood Teacher Preparation: Using the Co-Teaching Model

Hartigan¹

2014

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Previous research shows that co-teaching during the student teaching practicum should be the model used by colleges and universities. This researcher used an open-ended questionnaire, a Likert-type scale survey, and individual conferences to ascertain teacher candidates', cooperating teachers', and university supervisors' perceptions of the co-teaching model's benefits, or lack thereof. The twenty-nine student teachers surveyed represent a private university and earned degrees in early childhood special education. The teacher candidates, cooperating teachers, and university supervisors are hired by the university and are experts in the aforementioned field of education. Findings reveal that pre-teacher candidates, university supervisors, and cooperating teachers all believe that mentoring during student teaching using the co-teaching model is beneficial for both the pre-teacher candidates and students in the classroom if proper professional development is offered and continuous and ongoing reflection and planning take place.

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The Four “Knows” of Collaborative Teaching

Cited by 40 publications

References 13 publications

Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

International Co-Teaching of Medical Informatics for Training-the-Trainers in Content and Distance Education

Early Childhood Teacher Preparation: Using the Co-Teaching Model

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